R.A. Irawan, E. Maryani, M. Ruhimat
Geography learning aims at interacting, interpreting and analyzing spatial and environmental patterns carried out by various learning models and methods, this is also inseparable from a geography teacher who acts as a facilitator in the classroom. While geography learning is not just allowing children to search for themselves material knowledge of geography, but each student must able to collaborating learning both individually and in groups. This study uses descriptive quantitative survey methods. The samples in this study were geography teachers in public high schools in Bandung, totaling 21 schools and 35 teachers. The implementation of the geographical inquiry conducted by 35 teachers is 76.57%, the which means that in phases and systematically the teacher has Carried out the steps listed in the geographical inquiry indicator. A geographical inquiry has an influence on geography skills in educators, especially high school students. The influence can be in the form of implementation by the teacher so that students have the skills to make-geographic questions, think critically and realistically, and manage geographic information. © Published under licence by IOP Publishing Ltd.
Department of Geography Education, Postgraduate School, Universitas Pendidikan, Indonesia
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